IJADspecial

Proposed Timeline (as of Jan 2011): =Timeline for IJAD special issue:=


 * **Date** || **Task** || **Person** ||
 * 18 March 2011 || Abstract for your article and list of possible reviewers || All ||
 * 28 May 2011 || Submit draft paper for internal review among team || If you want to ||
 * 24 June 2011 || Internal reviews sent back to authors || Those doing this ||
 * 30 July 2011 || Submit paper for IJAD peer review || All ||
 * 1 Nov 2011 || IJAD reviews sent back to authors || Trevor & Catherine ||
 * 16 Dec 2011 || Submit revised version of papers || All ||
 * 3 Feb 2012 || Full set of papers sent to commentators || Trevor & Catherine ||
 * 16 Mar 2012 || Commentaries returned || Commentators ||
 * 27 April 2012 || Write editorial || Catherine & Trevor ||
 * 8 June 2012 || Submit finalised copy to IJAD editors || Trevor & Catherine ||
 * Aug 2012 || Issue 17: 3 will be published || IJAD ||

Proposal for Special Issue of IJAD

Co-Editors: Trevor Holmes and Catherine Manathunga tholmes@uwaterloo.ca and c.manathunga@uq.edu.au

Nov 14, 2010

Dear Members of the Editorial Board,

We are writing to request Guest Editorship of the //International Journal for Academic Development// for a Special Issue. The theme of the issue is

“Political Geographies in Academic Development”

Existing work from ICED 2010 in Barcelona, Spain would be submitted for peer review as per the normal process. At the same time, a Call for Papers would be circulated on various national and international listservs and directly to ICED attendees. We will seek papers, research notes, and opinion pieces and will ask potential contributors to submit via the IJAD website, as is normally the case. However, in addition to the regular roster of reviewers, we will suggest other reviewers as well in relevant fields.

All functions of editorship will be undertaken by Trevor Holmes and Catherine Manathunga for this Special Issue, mirroring the process undergone with IJAD 12:1, with the addition of a general call to enrich the offerings.

Please see the complete proposal for more details.

We look forward to hearing from you as soon as it is convenient.

Sincerely,

Trevor Holmes and Catherine Manathunga

Contact for correspondence:

tholmes@uwaterloo.ca (011) 519 888 4567 x33408

“Political Geographies in Academic Development: Placing Ourselves”
 * 1. Working title:**

Three of the articles in this special issue (assuming positive peer review) are from the CAD Symposium, Political Geographies in Academic Development, presented at ICED in June 2010.
 * 2. Focus:**

Description: Academic development has been described as a marginal space of migration (Manathunga, 2007). It has also been characterized as “neutral”. This core essays in this Special Issue, based around a symposium at ICED 2010 by members of the Challenging Academic Development (CAD) Collective, challenge notions that academic development can ever be a neutral zone by exploring forms of neutrality and national identities; investigating the non-neutrality of the academic development tools; and drawing on Stonequist’s (1937/1961) arguments about marginality to rethink how academic developers might operate independently with integrity.

As a group, the papers: 1. Unearth and analyze underlying disciplinary, cultural, and ethical assumptions that shape the work of the developer 2. Plan new and innovative solutions to problems stemming from the developer’s location in a consulting relationship, a field, and/or organization

Further work will be sought through a Call for Papers for the Special Issue (see #10 below)

The nine authors of the three lead articles work (or have worked) as academic developers in Australia, Canada, the United Kingdom, the United States; therefore the collection as a whole will offer an international perspective to theorizing educational development. We will seek external commentary from senior experts in the field as well, as in IJAD 12:1.
 * 3. Value:**

These articles strike a certain kind of stance in relation to academic development, one some of us characterize (following Erica McWilliam) as “thinking against”. This refers to a mode of thinking which is always restless, consistently challenging current practice and belief. The value of such a mode is that it unsettles fields of enquiry and practice and keeps new ideas flowing through them.

A second value of the collection is that, in their responsiveness to the social and political context of higher education, the respective articles raise issues that will resonate with academic developers in many regions of the world. For example, demands for accountability and quality control are influential conditions within every tertiary education context now. The articles in this volume, rather than accepting easily the mantle of policy-enforcers or accountability police, seek to expose the workings of power that create these conditions and to question the role of academic developers in relation to them.

Yet another value of the work is the diversity of the viewpoints that emerge: what is offered is not a coherent or collectively agreed view of academic development but a fragmented, lively and partial field. Working both with and against postmodern and critical theories, these essays proffer theoretical tensions and different world views that gather effect in their very relation to one another and to the field as a whole. They are fruitfully divergent openings within the shifting network of meanings that pattern the landscape of academic development. (A process of reading each other’s articles in draft will support the authors in engaging with each other’s thinking so that the final collection will have a conversational quality – both in the usual sense with other authors, through citation, and with each other as in some edited books.)

The proposed contributors are (in alphabetical order): Gail Rathbun, David Green, Beverley Hamilton, Trevor Holmes, Deandra Little, Catherine Manathunga, Michael Potter, Nancy Turner and Brad Wuetherick. The Special Issue will open with an editorial co-authored by Holmes and Manathunga.
 * 4. Proposed contributors:**

Because this proposal is based partly on existing draft articles – abstracts and bio notes are included here – the next deadline would be the submission of full articles for refereeing (including those resulting from the Call for Papers). In the event that this proposal is accepted, the dates will be adjusted according to IJAD’s timeframes.
 * 5. Timeline:**

Call for Papers (see item 10, below) Sent immediately upon acceptance of the proposal by IJAD

Authors’ first deadline: Full articles to editors and IJAD electronic peer review system by Feb 1, 2011

Independent commentators’ (see below in Length section) deadline: Responses to co-editors by April 15, 2011

Editorial deadline: Complete set of manuscripts to IJAD editors by June 1, 2011

Publisher’s deadline: Complete set of manuscripts to publisher by July 1, 2011

Reviewers: the Co-Editors will suggest additional reviewers if the IJAD Editorial Board so wishes.

This proposal is for five articles, each of about 5,000 words (including abstract and citations), plus an editorial of 1500 words. Reckoning on 96 pages of 400 words per page, this total of 26,500 leaves a further 10,000 words for book reviews (IJAD's responsibility), research notes and opinion pieces (part of our Call for Papers). In terms of the last category, we would like to invite at least two independent responses to the collection from authors in the field of critical studies of academic development such as Sue Clegg, Erica McWilliam, Alison Lee, or Ray Land.
 * 6. Length:**

The Special Issue will be co-edited by Trevor Holmes (University of Waterloo, Canada) and Catherine Manathunga (University of Queensland, Australia)
 * 7. Editorship:**

Our roles will be to:

a) communicate and manage the deadlines for contributors, b) distribute and monitor the submitted articles for review (using IJAD site), c) liaise with reviewers as necessary, d) liaise with the authors re revisions, e) liaise with independent commentators, f) write an editorial to set up the central theme/s of the Special Issue, g) present the IJAD authors with a complete set of manuscripts by the publisher’s deadline.

One of the co-editors will take responsibility for liaising with the IJAD editors over the responsibilities outlined above (7a-7g). Front and end matter, as well as book reviews will remain the responsibility of the IJAD editors.
 * 8. Co-ordination with/responsibilities of the IJAD editors:**


 * 9. Abstracts and Biographies (alpha by first author):**

=Editorial= “Political Geographies in Academic Development: on Nation, Border, and Third Spaces in Academic Development”

Trevor Holmes, University of Waterloo, Canada Catherine Manathunga, University of Queensland, Australia

The editorial will elaborate the themes emerging in the Focus and Value sections above.

Bio Notes: Trevor Holmes is an award-winning teacher with a decade’s experience in English and Cultural Studies classrooms as a teaching assistant or sessional instructor; his research areas are gothic literature and culture, intersections of queer/feminist/gender theory, and postmodernism. He is the Senior Instructional Developer at the University of Waterloo, having also worked at Wilfrid Laurier University, the University of Guelph, and Trent University. On the founding Executive of the Educational Developers Caucus of the Society for Teaching and Learning in Higher Education, he was also the founding Chair of the Council of Ontario Educational Developers.

Dr Catherine Manathunga is a Senior Lecturer in Higher Education in the Teaching and Educational Development Institute. Catherine is an historian and draws together expertise in historical, sociological and cultural studies research to bring an innovative, interdisciplinary perspective to higher education research. Her research interests include postgraduate supervision, interdisciplinary research education, the history of teaching and learning in universities, and the professional development of supervisors and researchers.

=//Article 1//= “The [im]possibilities of neutrality: metaphors of nation for academic developer identities Universities are geopolitical spaces.”

Within the territorial spaces of post-secondary institutions, it is often said that academic development should be ‘like Switzerland’, meaning ‘neutral’ in contrast to other university zones. We argue that, the neutral zone in which academic developers work is a kind of fictional truth which allows us to operate without owning our actions in real terms. This paper will explore the tropes of neutrality and engagement; other less dominant forms of neutrality (e.g. Ireland or Iceland); and other metaphors of national identity that can be applied to academic development in order to question what possibilities these tropes open up and what they close down.

Bio Note: As above, and: Beverley Hamilton is Assistant to the ViceProvost, Teaching and Learning at the University of Windsor, coordinating projects according to institutional priorities. She has presented work at ICED, STLHE, and EDC conferences.

Michael K. Potter is an educational developer and philosopher who coordinates, through the University of Windsor's Centre for Teaching and Learning, the University Teaching Certificate (UTC) Program, in which he teaches and mentors those who wish to develop as teachers and contribute to a learning-centred campus culture. In addition, he consults with faculty members, graduate students and sessional instructors regarding course and curriculum design, pedagogy, and assessment.

Brad Wuetherick is the Program Director for the Gwenna Moss Centre for Teaching Effectiveness at the University of Saskatchewan. His research interests and projects have included: research-based teaching and learning/the integration of teaching and research; the scholarship of teaching and learning (in particular, how we work with faculty to engage in SOTL); academic development (in particular, how we might theorize our discipline); activist pedagogies in higher education; developing leadership as a graduate attribute; and teaching with technologies (in particular, he has worked on two projects related to ePortfolios and CALL).

=//Article 2//= “Investigating the non-neutrality of academic development tools” Academic developers are often positioned as intermediaries who wield value-neutral tools—language, models, and techniques—to foster change in university teachers. The consultant’s use of the tools is described by a culturally-bound code of ethics that values abstract principles, unilateral giving, detachment, impartiality, and equality in the consulting relationship above authenticity and moral obligation (Moberg, 1994). Brinko’s (1991) taxonomy exemplifies the tacit acceptance of this code while acknowledging power differentials, the influence of communities of practice, and the interplay of practical and technical human interests. Recognizing the non-neutrality of the academic developer’s tools, however, opens the way to constructive reflection, intentional practice, and ethical consulting choices.

Bio Note: Dr. Gail Rathbun is Director of the Center for the Enhancement of Learning and Teaching at Indiana University Purdue University Fort Wayne. Her interests include design research, instructional design and teaching as research, the social dynamics of collaboration, and the design of everyday things.

Nancy Turner is Associate Dean: Professional Development at CLTAD with responsibility for leading initial and continuing professional development in learning, teaching and learning technology at UAL. Nancy has over a decade of experience working in Higher Education, coming to UAL after working most recently as Acting Director of the Educational Development Centre at Royal Holloway, University of London. Nancy's main area of research is linking teaching and disciplinary research within various academic environments (institutional and national) having presented on her work in this area at national and international conferences.

=//Article 3//= “Precarious yet productive? Academic developers on the margins”

Deandra Little and David Green

Abstract: Previously, we developed a theoretical framework drawing on Stonequist's (1937/1961) study of migration and marginalization to explore how marginality might account for academic developers’ "hybrid" academic identities and to help us navigate our institutions' power dynamics. Stonequist sees marginalized individuals adopting roles in which they identify with the subordinate group, interpret for the subordinate and dominant groups, or assimilate into the dominant group. Based on data from semi-structure interviews, this empirical study reports on the extent to which the model captures the tensions experienced by developers from multiple countries in their working lives.

Bio Notes: Dr. Deandra Little is Associate Professor and Assistant Director of the Teaching Resource Center at the University of Virginia, where she also teaches 19th and 20th Century US literature. Her research relies on an interdisciplinary approach to academic development and focuses on preparing and coaching current and future university teachers, and teaching with images & visualizations across the curriculum.

Dr. David Green is Associate Director of the Center for Excellence in Teaching and Learning at Seattle University, where he also teaches in International Studies. He is an Associate Editor of the International Journal for Academic Development. David’s current research centres on communication across and between cultures and subcultures, including linguistic choices, preconceptions in learning situations, and academic identities.

=//Article 4//= To be determined

Abstract:

Bio Note:

=//Article 5//= To be determined

Abstract:

Bio Note:

=//Commentary/response 1//=

=//Commentary/response 2//=


 * //Interview//** with social geographer? With Swiss teaching developer (re: Switzerland and neutrality!?)


 * 10. Call for Papers**

Special Issue of the //International Journal for Academic Development// :

“Political Geographies in Academic Development.”

Academic Development – the activities and field of educational, faculty, or instructional developers in higher education -- has been described as a marginal space of migration (Manathunga, 2007). It has also been characterized as “neutral”. The co-editors of this Special Issue of the International Journal for Academic Development invite papers that question Academic Development’s attempts to be neutral, objective, nonjudgmental, and unbiased. For example, several papers at a 2010 Symposium in Barcelona, Spain did this by exploring forms of neutrality and national identities; investigating the non-neutrality of the academic development tools; and drawing on Stonequist’s (1937/1961) arguments about marginality to rethink how academic developers might operate independently with integrity.

We are interested in attempts to think, through metaphors of place, about our work as individuals representing a field of practice in different institutions, and also about our offices’ positions on campuses.

We are seeking Papers, Research Notes, and Opinion Pieces. Explanation of these different formats can be found at the IJAD website http://www.itl.usyd.edu.au/ijad/instructions.cfm

Possible topics include, but are not limited to:


 * Postcolonial metaphors in the work of academic development
 * Contact Zones, Trading Zones
 * Traditional disciplines, interdisciplinary work, and colonization
 * Identities, passports, passing
 * Disciplinary emigration and immigration
 * Trade and economic metaphors for academic development (Fair trade, globalization, accords)
 * Geopolitical mapping of institutional spaces
 * The politics of global capital as expressed in (or not expressed in) Academic Development as a field and discipline
 * Material trade in tools as a (non) neutral activity
 * Dominance and marginality in academic development

Please submit full papers to [Trevor and Catherine's addresses? IJAD's submission system?] by [Date determined by IJAD's response]